Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders

Virtual Environment for Social Information Processing: Assessment of Children with and without...
Russo‐Ponsaran, Nicole; McKown, Clark; Johnson, Jason; Russo, Jaclyn; Crossman, Jacob; Reife, Ilana
2018-01-01 00:00:00
IntroductionChildren's social information processing (SIP) skills, here defined as the ability to understand and reason through challenging social situations, are critical for developing and maintaining peer relationships. SIP skills include the ability to identify a social problem, develop a social goal, generate a range of potential solutions, evaluate the merits of those solutions, and choose and enact a solution [Crick & Dodge, , Crick & Dodge, ; Dodge & Schwartz, ]. These processes occur in the context of emotional responses [Lemerise & Arsenio, ]. SIP skills are important for children with and without clinical diagnoses [e.g., Adrian, Lyon, Oti, & Tininenko, ; Denham et al., ]. The better developed a child's SIP skills are, the more positively they interact with peers, the less aggressive they are in peer interactions, and therefore, the better equipped they are to develop and maintain friendships [e.g., Dubow & Tisak, ; Dubow, Tisak, Causey, Hryshko, & Reid, ]. The converse is also true [Bauminger, Edelsztein, & Morash, ; Crick & Dodge, ; Weissberg, Barton, & Shriver, ].SIP Skills in Children with Autism Spectrum DisordersAssessment of SIP skills has important implications for understanding the social challenges of children with an autism‐spectrum disorder [ASD; Channon, Charman,
http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.pngAutism ResearchWileyhttp://www.deepdyve.com/lp/wiley/virtual-environment-for-social-information-processing-assessment-of-xp6tGDafny

Virtual Environment for Social Information Processing: Assessment of Children with and without Autism Spectrum Disorders

Abstract

IntroductionChildren's social information processing (SIP) skills, here defined as the ability to understand and reason through challenging social situations, are critical for developing and maintaining peer relationships. SIP skills include the ability to identify a social problem, develop a social goal, generate a range of potential solutions, evaluate the merits of those solutions, and choose and enact a solution [Crick & Dodge, , Crick & Dodge, ; Dodge & Schwartz, ]. These processes occur in the context of emotional responses [Lemerise & Arsenio, ]. SIP skills are important for children with and without clinical diagnoses [e.g., Adrian, Lyon, Oti, & Tininenko, ; Denham et al., ]. The better developed a child's SIP skills are, the more positively they interact with peers, the less aggressive they are in peer interactions, and therefore, the better equipped they are to develop and maintain friendships [e.g., Dubow & Tisak, ; Dubow, Tisak, Causey, Hryshko, & Reid, ]. The converse is also true [Bauminger, Edelsztein, & Morash, ; Crick & Dodge, ; Weissberg, Barton, & Shriver, ].SIP Skills in Children with Autism Spectrum DisordersAssessment of SIP skills has important implications for understanding the social challenges of children with an autism‐spectrum disorder [ASD; Channon, Charman,

Journal

Autism Research
– Wiley

Published: Jan 1, 2018

Keywords: ; ; ; ; ;

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References

Developmental foundations and clinical applications of social information processing: A review

Adrian, M.; Lyon, A.R.; Oti, R.; Tininenko, J.

Validity of the social communication questionnaire in assessing risk of autism in preschool children with developmental problems